UJMT Fogarty Global Health Fellows Program Posted: November 6, 2013
The University of North Carolina at Chapel Hill, Johns Hopkins University, Morehouse School of Medicine, and Tulane University have partnered to create the UJMT Fogarty Global Health Fellows Program consortium. This training program supports an 11-month research opportunity for postdoctoral fellows and predoctoral scholars trained in the U.S. and in low-or middle-income countries (LMIC). Trainees will work at one of 17 affiliated sites in 13 countries in Africa, South America and Asia.
Funded by the Fogarty International Center and affiliated centers and offices within the National Institutes of Health, this consortium has 59 U.S.-based mentors and 76 in-country mentors in medicine, public health, and the basic sciences.
The goal of the program is to generate the next generation of global health researchers, educators, and problem solvers. The fellowship focuses on chronic, non-communicable, and infectious diseases, as well as environmental health and traumatic injuries and burns. The expectation for trainees is that they effectively conduct high-quality, ethical research documenting research findings with at least one publishable, for peer-review paper. They provide an excellent global health research context for fellows in order to strengthen integrity in clinical research and address the increasing burden of disease on public health on a global scale.
Teach Upper-level Biology Course in Animal Behavior Posted: January 9, 2013
The Biology Department at UMASS Boston is looking for an instructor to teach an upper-level biology course during the spring semester of 2013. The course will be small, approximately 25 students. If anyone is interested and/or needs more information, they should contact Rick Kesseli (Department Chairperson) ASAP.
Professor & Chair
University of Massachusetts
100 Morrissey Blvd.
Boston, MA 02125
Tel: (617) 287-6627
Teach Undergraduate Epidemiology at Pine Manor College Posted: January 2, 2013
Pine Manor College is looking for an adjunct to teach an undergraduate Epidemiology course for the semester starting January 14, 2013. The text, syllabus, and general schedule are in place.
Develop a High School Science Curriculum About Cancer Posted: October 3, 2012
Researchers working with the Boston Public Schools to improve high school science education are seeking participants to help develop a curriculum on Cancer.
Participants will identify core concepts, construct a seminar series for the teacher partners, teach the teachers the content, and work with them to develop lessons. As content experts, participants will get teaching experience with adult learners and be exposed to the different pedagogical techniques teachers use to engage and teach their students. Participation is stipended.
This would be a great experience for a postdoc with an expertise or interest in cancer, or the types of cell regulatory mechanisms involved in cancer.
An information meeting will be available soon. If you are interested, please contact Karina Meiri at firstname.lastname@example.org for more information.
Biology Lab Instructors – Stonehill College Posted: December 6, 2011
The Biology Department at Stonehill College invites applicants for part-time faculty positions. They have one position available to teach a Microbiology lab section and a second position to teach a 4-credit, 300-level Ecology course (lecture and lab). Both positions begin in January 2012. A Ph.D. is preferred but a minimum of a M.S. in Biology with teaching experience will be considered.
The position would require 1.5 hours, twice a week and pays about $3,500. Click here for more details.
Interested applicants should submit via email a letter of application and curriculum vitae by December 14, 2011 to either:
Emerson Teaching and Pogil Workshop Posted: September 27, 2011
The Science Program at Emerson College in downtown Boston seeks a part-time instructor for its "Personal Genetics and Identity" course for Spring 2011. Two sections of the course are available, meeting Monday and Wednesday from 2:00–3:45pm and 4:00–5:45pm.
Personal Genetics and Identity Course Description: As it becomes increasingly possible to obtain personalized versions of our individual human genomes, it behooves us to consider how much weight this information carries in generating our physical uniqueness and individual identity. This course introduces the biological basis of inheritance and human variation while considering the personal and public implications of accessibility to one's genetic information. In particular, we explore what our DNA can and can't tell us about appearance, disease, ancestry, and behavior. We consider the marketing of genetic tests, the use of DNA databases in forensic science, regulation of the personal genomics industry, and genetic privacy.
We would like to invite all postdocs and senior graduate students who are interested in teaching to attend a workshop on a very effective active learning strategy called POGIL.
There are a small number of slots available to postdoctoral scholars for a Teaching workshop that will be held on Saturday, October 15, 2011 from 8:30am to 4:00pm, in the Sackler Building, room 114, at 145 Harrison Avenue on the Tufts Boston Campus.
There is no charge for the workshop and will be filled on a first-come, first-served basis. If you would like to attend, please reply to email@example.com giving your name, e-mail address, and affiliation at Tufts. Due to the limited space, please only register if you are certain you can attend the workshop, and be present for the full day. If after registering, you find that you are unable to attend, please let us know so that we may offer the space to someone else.
The workshop description: This 1-day workshop provides an introduction to POGIL (Process Oriented Guided Inquiry Learning) and explores the benefits of this approach to active learning in the classroom. Participants will experience a POGIL-based learning environment, analyze activities to understand how guided-inquiry is structured in a POGIL classroom, and consider classroom facilitation and other issues related to the implementation of POGIL.
What is POGIL? POGIL is a classroom and laboratory technique that seeks to simultaneously teach content and key process skills such as the ability to think analytically and work effectively as part of a collaborative team. A POGIL classroom or lab consists of any number of students working in small groups on specially designed guided inquiry materials. These materials supply students with data or information followed by leading questions designed to guide them toward formulation of their own valid conclusions—essentially a recapitulation of the scientific method. The instructor serves as facilitator, observing and periodically addressing individual and classroom-wide needs.
POGIL is based on research indicating that a) teaching by telling does not work for most students, b) students who are part of an interactive community are more likely to be successful, and c) knowledge is personal; students enjoy themselves more and develop greater ownership over the material when they are given an opportunity to construct their own understanding.
We have found that a discovery-based team environment energizes students and provides instructors with instant and constant feedback about what their students understand and misunderstand. Students quickly pick up the message that logical thinking and teamwork are prized above simply getting “the correct answer.” This emphasizes that learning is not a solitary task of memorizing information, but an interactive process of refining one’s understanding and developing one’s skills.
For more information, check out the POGIL website: http://www.pogil.org or watch this 2010 TED talk by POGI’er Andrei Straumanis on the benefits of using POGIL in the classroom.